Faculty & Staff

Education

Christine Knaggs, Ph.D.

Assistant Professor, Department of Education

Education

  • Ph.D., University of Toledo, Higher Education
  • M.Ed., University of Toledo, Curriculum and Instruction, Science Education
  • A.B., Harvard University, History and Science

Professional affiliations

  • ASHE (Association for the Study of Higher Education)
  • AERA (American Educational Research Organization)
  • NARST (National Association for Research in Science Teaching)
  • Manuscript Reviewer, Midwest Educational Research Association Journal (MWER-A); School Science & Mathematics (SSM); Urban Education; Educational Researcher; High School Journal; Teachers College Record

Published Journal Articles (Refereed)

  • Knaggs, C. M., Sondergeld, T. A., & Schardt, B. (2013). Overcoming barriers to college enrollment, persistence, and perceptions for urban high school students in a college preparatory program. Journal of Mixed Methods Research, doi: 10.1177/1558689813497260.

  • Sondergeld, T. A., Fischer, J., Samel, A, & Knaggs, C. M. (2013). Evaluating the influence of an urban high school reform effort on college readiness and access outcomes. Journal of Education for Students Placed At Risk, 18 (3-4), 212-232.

  • Knaggs, C. M. & Schneider, R. M. (2012). Thinking like a scientist: Using vee-maps to understand process and concepts in science. Research in Science Education, 42(4), 609-632.
  • Knaggs, C. M., & Sondergeld, T. A. (in press). Science as a learner and as a teacher: Measuring science self-efficacy of undergraduate elementary education students. School Science and Mathematics Journal.

Professional Conference Presentations

International

  • Knaggs, C. M., & Sondergeld, T. A. (April, 2014). The impact of an optional mastery experience on science self-efficacy in elementary pre-service teachers. National Association for Research in Science Teaching (NARST) Conference, Pittsburgh, PA.

  • Huziak-Clark, T. L., Sondergeld, T. A., Knaggs, C. M., & van Staaden, M. (April, 2014). The Positive Impact of the SETGO Program on Confidence and Attitudes of STEM Majors. National Association for Research in Science Teaching (NARST) Conference, Pittsburgh, PA.

  • Knaggs, C. M., Sondergeld, T. A., Schardt, B. (November, 2012).  College enrollment, persistence, and perceptions among urban high school graduates. Association for the Study of Higher Education (ASHE) Conference. Las Vegas, NV.

  • Knaggs, C. M. & Schneider, R. M. (March, 2010). Thinking like a scientist: Using vee-maps to connect scientific process with scientific concepts. National Association for Research in Science Teaching (NARST) Conference. Philadelphia, PA.

National

  • Knaggs, C. M., Sondergeld, T. A., Fischer, J.A., & Griffith, J. (April, 2014). Assessing College-Going Cultural  Capital of Urban High School Seniors in a GEAR UP Program. American Educational Research Association (AERA) Conference. Philadelphia, PA.

  • Knaggs, C. M., Sondergeld, T. A., & Fischer, J. A. (April, 2014). The Mutual Association of Motivation and  Level of Participation in a Voluntary College Preparatory Program. American Educational Research Association (AERA) Conference. Philadelphia, PA.

  • Knaggs, C. M., Sondergeld, T. A., Opp, R., & Gentry, D. S. (April, 2013). A Grounded Theory approach to understanding the persistence issue that exists for lower-SES college students. American Educational Research Association (AERA) Conference. San Francisco, CA.
     
  • Knaggs, C. M., Sondergeld, T. A., Fischer, J., & Griffith, J. (April, 2013). Motivational factors that impact urban high school students’ participation in a voluntary college preparatory program. American Educational Research Association (AERA) Conference. San Francisco, CA.

  • Sondergeld, T. A., Fischer, J., Samul, A., & Knaggs, C. M. (April, 2013). Assessing the impact of an urban high school GEAR UP reform effort on college readiness and access outcomes. American Educational Research Association (AERA) Conference. San Francisco, CA.

  • Knaggs, C. M., Sondergeld & T. A., Schardt, B. (November, 2012). College enrollment, persistence, and perceptions among urban high school graduates. Association for the Study of Higher Education (ASHE) Conference. Las Vegas, NV.

Regional/Local

  • Knaggs, C. M., & Romero, M. (November, 2013). Connecting STEM & Ohio’s Preschool Standards Through Inquiry Based Learning for Today’s Preschooler. Northwest Ohio (NWO) Symposium on Science, Technology, Engineering, and Mathematics Teaching. Bowling Green, OH.

  • Knaggs, C. M. (March 2013). Understanding the experiences of low-SES college students:  A grounded theory study. Lourdes University Faculty Scholarship Lecture Series. Sylvania, OH.

  • Minesky, J., Rittick, V., & Knaggs, C. M. (October, 2012) Developing and implementing a sustainability conference for 9th-12th grade students. Sustainable U Conference. Toledo, OH.
     
  • Knaggs, C. M., Sondergeld, T. A., & Griffith, J. (March, 2012). Why do some students participate in voluntary high school college access programs and others do not? A cross-case comparison of active and passive GEAR UP students. Urban Education Conference. Bowling Green, OH.
     
  • Knaggs, C. M., Sondergeld, T. A., Fischer, J., & Schardt, B. (2012). Overcoming barriers to college persistence for low-income students: The effects of GEAR UP on college persistence and perceptions of college success. Urban Education Conference. Bowling Green, OH.
     
  • Knaggs, C. M., & Schneider, R. (2010). Thinking like a scientist: Using vee-maps to connect scientific process with scientific concepts. University of Toledo Graduate School Symposium. Toledo, OH.
     
  • Knaggs, C. M., & Schneider, R. (2010). Thinking like a scientist: Using vee-maps to connect scientific process with scientific concepts. University of Toledo Judith Herb College of Education Symposium. Toledo, OH.

Professional Research/Interests

Personal Interests

  • Urban Education (persistence of at-risk populations in education, particularly students of low-SES)
     
  • Multicultural Education (how to infuse multiculturalism into the curriculum, particularly within the science classroom)
     
  • Science Education (teaching science—inquiry, 21st century skills, writing in science; as well as preparing teachers to teach science)
     
  • Qualitative Research Methodology (grounded theory, case study, narrative, phenomenology)
     
  • Mixed Methods Research Methodology
     
  • Painting
     
  • Drawing
     
  • Crafts of all kinds
     
  • Writing

Contact


Christine Knaggs, Ph.D.
Office: LCH 165
Phone: 419-517-8998
Email